Overview
What are the necessary components of professional development to support second grade teachers in implementing math workshop? This question was the
motivation behind the creation and design of my professional learning
community/professional development sessions containing information on implementing the Math Workshop model into elementary level classrooms.
In chapter four, I will discuss and provide an explanation of the new insights and major findings I gained through the process of creating this project. I will also refer back to my research, which provided me with important concepts that helped guide and shape the professional learning community/professional development sessions I created. Then, I will provide specific examples of the implications and limitations that are associated with this capstone project. Finally, I will share how the results will be communicated with others, how this project is beneficial to other professionals in the education field, and how this project has impacted me and my teaching of mathematics.
Learnings
When asked to describe oneself, most teachers will likely add in the word
“curious” to their list of descriptions. We are curious to learn about our students, ways in which students learn, processes that will help better our teaching, and curious to see what strategies and skills work and those that need adjusting. I feel as though my curiosity has helped guide me through this capstone project. Initially, my curiosity helped direct me to
48 a topic that I wanted to spend time researching and learning more about. Then, it helped influence me to create a project centered around educating others about The Math Workshop model. Finally, I feel as though my curiosity has led to me learning more about how students learn math and effective ways in which teachers can teach it, but has now allowed me to want to continue this learning and teaching around mathematics. Prior to starting the research and literature review process, I thought I had a solid understanding of beneficial teaching strategies for helping students learn math and using The Math Workshop model to guide their learning. Looking back at where my
knowledge began prior to the research, I can now see that my initial understandings were basic and on the surface. Prior to my research, I had a good understanding of how
students learn. For example, I knew that students learn in different ways, and not one strategy or explanation is going to meet the learning needs of all students. Now, I have a deepened understanding of what that really means, and how in math, the workshop model can target the needs of all learners, not just the majority. Through this process, I have also come to solid understandings of the why regarding The Math Workshop model. Through my research, I have learned the reasoning, components, and ideals of The Math Workshop model. Knowing each of these areas has helped shape and a create a more detailed understanding of math and the importance of meeting the learning styles of all mathematicians. These understandings have provided meaning and depth to concepts I already had initial knowledge. It has given me more confidence in my mathematics teachings and justifies the amount of time that is being put forth to prep for and
49 through this process are the same goals I have for my students, but also for my second grade team members and other building educators.
Overall, this capstone process has really broadened my knowledge in the ways students best learn mathematical topics and how to best implement them into the classroom setting. It has also allowed me to understand the process of creating professional development sessions and what they should include to be engaging and meaningful for other staff members and their needs. I have learned valuable information that will help guide my instruction during math periods of the day to best meet my students’ needs.
Literature Review
The literature review process really helped strengthen my understanding of many
key areas and concepts. One of the main areas of growth for me was in regard to the effective strategies used for improving student learning in math. Though each strategy was individual, they each are able to be implemented into The Math Workshop model in different ways. Some of the strategies I learned through my research and literature review that tend to be the most effective for student learning in math include: math-related activities (featuring play-like, adult-child interactions), whole group instruction to teach initial skills, small guided math groups to target necessary skills, partner work to allow for practice with specific skills and collaboration, and educational technology. The Math Workshop model allows for each strategy to perfectly aligned with a component of the workshop model.
During my time reviewing literature and writing this section, I kept referring back to research conducted by Dr. Nicki Newton. This researcher has published many books
50 and other resources for teachers that are new or established in The Math Workshop
model. Dr. Newton focuses on meeting the individual needs of each student and how learning math may look different for every single student. Newton could not have stated it better, that “The Math Workshop Model is a method to teaching mathematics that has change the way a math classroom functions” (Newton, 2016, p. 4). When thinking back to the ways in which I learned math during my elementary school days, I so deeply wish that these findings on the importance of the workshop model were discovered. It is clear that it provides a positive, engaging, and worthwhile experience for students.
Another main concept that my literature review helped deepen my understanding is regarding the implementation process for educators. “Start today. Start small. Be confident. Do it step by step” (p. 3), Newton (2016) explained when thinking about action planning and implementing the math workshop model into classrooms. This process seems overwhelming at first, but the ways in which the research behind
implementing specific components at a time can help teachers and students, really made a difference. This research really solidified the meaning behind making a plan to best implement the expectations, routines, and procedures. Newton suggests that it is best to start the plan with information for students to start learning about this workshop model. I think this is also true for when thinking about teachers and other educators learning about this process – a plan can make all the difference. I used this research to help guide the planning process for my professional learning community/professional development sessions, too. From here, Newton shares a weekly, step-by-step process for
51 A final component of my literature review I found especially critical was the idea of tools and materials and how proper use and teaching around this area can make a difference for student learning. Newton (2016) stated that students need to be exposed to tools and materials that will enhance and support their learning. I also learned a proper way to explain to students, teachers, and other educators the purpose behind using tools and manipulatives. Tools are what we use to think, and they work as a step-by-step visual model to help develop conceptual understanding. I also learned that not only are students (and adults) are more engaged when using tools and manipulatives, but they are also developing more concrete understanding of content and skills. This area helped support my actions in making sure my classroom has proper and meaningful tools and
manipulatives for my mathematic learners.
Through the literature review process of my capstone, I learned many valuable aspects that helped in the creation of my professional learning community/professional development sessions, like the major components listed above. The literature review process was a vital component of the successful completion of my PLC sessions.
Possible Implications
The school district I teach in is in a suburban community in Minnesota. This school district, and more specifically my school, is fortunate enough to have many resources available to educators. These resources range from manipulatives (ones, tens, and hundreds blocks, pattern shapes, and counting tools) to some technology tools (iPads, smartboard, and Chromebooks). In grades 4-12 in this district, students are 1:1 with iPads. With all of these resources, making the workshop model function properly has high potential. These resources can be implemented during station time, independent
52 math work time, or small guided math groups. Although some teachers have already begun implementing these tools into their math time, it became clear that many different are looking for more direction. They want to ensure they are using the tools and
manipulatives appropriately and making it meaningful. These feelings helped guide me into creating my professional development sessions to help teach those who were feeling unsure on how to use tools in a meaningful manner in during their workshop time. This district is also known for a wide spread of cultural diversity. Within this, the conclusion was drawn that The Math Workshop model has not been adapted to all cultures. Many cultures within our school are prone to using “traditional” ways to teach their children math. For example, they will fall back on using algorithms or formulas to solve problems, rather than adapted strategies and a variety of solving methods that The Math Workshop model provides. Because of this, students learn a variety of solving strategies that are then unfamiliar at home with parents.
My goal within the creation of my professional learning community/professional development sessions is that teachers and educators will begin to use the sessions to rely on for proper implementation and support in areas that may seem challenging. As
teachers and educators become familiar with the different techniques for implementation and the variety of teaching strategies that come within The Math Workshop model, my goal is that they will begin to share these resources with their students. While these sessions can be very helpful and useful for both teachers and students, I am also hoping that this information can be present to parents, so they are familiar with the methods being used in the classroom, so they can help support these techniques at home.
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My school district does an outstanding job of providing extended education
options for teachers. From professional development sessions to outside training opportunities, all teachers are welcome to learn more on many topic areas through the district. Though many sessions are available regarding literacy, The Math Workshop model has only been lightly touched upon for training sessions. Only select schools were able to receive training on this workshop model and its proper implementation strategies. Because of this, many schools in the district have little to no information on The Math Workshop model. This causes lack of knowledge for teachers who want to implement this model into their math time, which then leads to teachers falling back on “traditional” ways of teaching math. This does not allow students to learn in the way that best suites them, or allow for differentiation.
Another limitation I found while creating this project is the concept of time. The adequately address each component of The Math Workshop model, it takes times to set up, plan, and then teach the routines. Especially in an elementary school setting, math is not the only subject area that teachers plan for and teach; they are responsible for a variety of subject areas and with that, comes a time constraint. Teachers begin to feel overwhelmed when implementing something that is new within their classroom or teaching methods, and not having enough time to set up and plan becomes a problem.
This method of teaching also takes time within the school day, not just the
preparation before and after school. The Math Workshop model takes a lot of time for the educator to fully understand the instructional techniques and how to apply it to their classroom. In addition, it takes a lot of time for students to get used to a new routine of learning. It requires a lot of time for the teacher to model and explain what every
54 component looks, sounds, and feels like. Students also have to practice gaining stamina for working independent, which for primary grades, can be a lengthy process. Overall, it takes time to fully implement this method of teaching in order for it to be done in a successful manner, which may hinder a lot of teachers wanting to implement it into their math periods.
Future Projects
After presenting my professional learning community sessions to my second
grade team, I would like feedback on what is missing and what could added or adapted to help other teachers learn in a meaningful manner. From here, I would then like to present these sessions to the whole school staff during a professional development session. This would allow for a larger audience to gain insight on The Math Workshop model,
especially those who have not yet received in additional training on this method. I would use an anonymous survey to gather feedback, which would allow those present to share their honest opinions. Based off of the results, changes would be made to help enhance the project. Some future projects that would be similar to this would could be additional sessions based off of educators needs for areas of support or a visual way to teach students about the workshop model so they are understanding the importance of each component.
Benefits to the Profession
Prior to the start of my research and project, I had conducted some of my own research and attending outside training opportunities on The Math Workshop model and strategies for successful implementation. After some trial and error, things began to run smoothly and students began picking up some of the new strategies and routines. The
55 process to achieve this level of success was definitely a learning process. Looking back, I realize now that I did not have enough background information on the ways that students learn mathematics, and what techniques actually hinder student understanding and
retention on mathematical topics. If provided with more resources, support, and guidance, I feel as though I could have provided a less “rocky” start to using the workshop model in my classroom. The basic and foundational understanding I had beginning this project is now evident. I thought I was implementing every component of the workshop model, but really, I was essentially using bits and pieces from each component, which didn’t allow for the highest success rates to be reached. I was using the only knowledge I had to implement those pieces, when really, I should have been using the learning needs of my students to guide me.
Even though my professional development sessions are an introductory
presentation on The Math Workshop model, it provides information to teachers who have not been exposed to any knowledge regarding this method. My project will benefits educators within my school, and potentially others within the district by sharing my project amongst other schools. This project will not only provide information on
implementation, but it can also help sort out the ways in which we can use the resources we have available to us, like tools and manipulatives.
Summary
Throughout my time of reading, researching, and analyzing information, I have learned a variety of new ideas and methods to teaching math through The Math
Workshop model. I have also been enlightened on ways to successfully implement this method of teaching mathematics in my classroom, using strategies that my students will
56 understand and that make it manageable for me as the teacher. I have discovered many quality resources that provided me with knowledge to help answer my research question:
What are the necessary components of professional development to support second grade teachers in implementing math workshop? Through my new learnings, I was able to
develop a concrete amount of information that I can use to enhance my teaching, as well as educators around me.
This project has allowed me to learn how to best meet the needs of my students, as well as support my second grade team and other educators within my school building. I want students to be excited, engaged, and motivated to learn new math routines and concepts. With the implementation of The Math Workshop model, I know each of these components and my goals can be achieved.
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